VOlUME 06 ISSUE 03 MARCH 2023
1Chuyen T.H. Nguyen, 2Huong Le Thi Thu, 3Tam Dang Thi Le,4 Duong Lam Thuy,5Ha Nguyen Thi Thu
1,2,3,4,5Faculty of Primary Education, Thai Nguyen University of Education, 20 Luong Ngoc Quyen Street, Thai Nguyen city, Thai Nguyen Province, Vietnam
DOI : https://doi.org/10.47191/ijsshr/v6-i3-44Google Scholar Download Pdf
ABSTRACT
Since the implementation of the General Education Program Year 2018, schools and teachers have the autonomy in choosing teaching content, and teaching methodologies suitable to the practical conditions of local and schools. To meet the renovation requirements of world education and Vietnamese educational, teachers need to have the capacity to develop curriculum. Curriculum development is a process that is carried out continuously with the aim of reviewing, updating, supplementing and developing to meet the needs of society, scientific achievements and technology as well as labor market requirements. The purpose of this study is to discover the factors affecting the curriculum development capacity of primary school teachers in the Northern mountainous area of Vietnam. The exploratory factor analysis (EFA) method was used on the basis of the survey results from 261 primary school teachers. Since then, four factors affecting the program development capacity of primary school teachers have been identified: physical facilities (45.710%); the direction and supervision of managers (9,940%); the ability to understand the general education program year 2018 (7.046%) and the capacity to design lessons (4.875%). This is the premise that suggests some recommendations to improve the program development capacity for teachers in the Northern mountainous areas of Vietnam.
KEYWORDS:curriculum, capacity, primary school teachers, affecting factors, curriculum development
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